PROBLEM ÇÖZME SÜREC İNİ N TEMEL UNSURLARI: ÜSTB İLİŞ SEL ÖZDÜZENLEME STRATEJ İSİ VE ÖZYETERLİK ALGISI


FUNDEMENTAL ELEMENTS OF PROBLEM SOLVING PROCESS: METACOGNITIVE SELF–REGULATION STRATEGIE AND SELF-EFFICACY


Dr. Senar TEMEL


ÖZET
Bu çal ış man ı n amac ı ö ğ retmen adaylar ını n özdüzenleme stratejileri kullan ı m ve motivasyon düzeylerini incelemek ve üstbili ş sel özdüzenleme stratejileri kullan ı mlar ı ve özyeterlik alg ı lar ı ile problem çözme becerilerini alg ı lamalar ı aras ı ndaki ili ş kiyi belirlemektir. Çal ış maya Hacettepe Üniversitesi E ğ itim Fakültesi Ortaö ğ retim Fen ve Matematik Alanlar E ğ itimi bölümünde okuyan 44 ö ğ retmen aday ı kat ı lm ıştı r. Ö ğ retmen adaylar ını n özdüzenleme stratejileri kullan ı m ve motivasyon düzeyleri Pintrich, Smith, Garcia & McKeachie (1991) taraf ı ndan geli ş tirilen ve Büyüköztürk, Akgün, Özkahveci ve Demirel (2004) taraf ı ndan Türkçe’ye çevrilerek adapte edilen Ö ğ renmede Motive Edici Stratejiler Ölçe ğ i ile, problem çözme becerilerini alg ı lamalar ı ise Heppner & Petersen (1982) taraf ı ndan geli ş tirilen ve Sava şı r ve Ş ahin (1997) taraf ı ndan Türkçe’ye çevrilerek uyarlanan Problem Çözme Becerisi Envanteri ile belirlenmi ş tir. Çal ış man ı n sonunda, öğ retmen adaylar ını n özdüzenleme stratejileri kullan ı m ve motivasyon düzeylerinin genel olarak iyi oldu ğ u; ayr ı ca üstbili ş sel özdüzenleme stratejileri kullan ı mlar ı ve özyeterlik alg ı lar ı ile problem çözme becerilerini alg ı lamalar ı aras ı nda anlaml ı ili ş ki oldu ğ u belirlenmi ş tir.


ABSTRACT
This study aims to determine degree of usage of self-regulation strategies and motivation of preservice teachers and the relation between their usage of metacognitive self-regulation strategies, self-efficacy and perceived problem solving skills. 44 preservice teachers of Hacettepe University Faculty of Education, Department of Secondary School Science and Mathematics Education participated in the study. The preservice teachers were applied Motivated Strategies for Learning Questionnaire which was developed by Pintrich, Smith, Garcia & McKeachie (1991) and adapted into Turkish by Büyüköztürk, Akgün, Özkahveci and Demirel (2004) to determine their degree of usage of self-regulation strategies and motivation. Their perceived problem solving skills were determined by using Problem Solving Inventory which was developed by Heppner & Petersen (1982) and adapted into Turkish by Sava şı r and Ş ahin (1997). It was concluded that preservice teachers’ degree of usage of self-regulation strategies and motivation are well. Also it was determined that there is a significant relation between their usage of metacognitive self-regulation strategies, self-efficany and perceived problem solving skills.


ANAHTAR KELİMELER: özdüzenleme stratejileri, özyeterlik, motivasyon, problem çözme becerisini alg ı lama, üstbili ş sel özdüzenleme stratejileri


KEYWORDS: metacognitive self-regulation strategies, motivation, self-efficacy, self-regulation strategies, perceived problem solving skill

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efdergi@hacettepe.edu.tr        http://www.efdergi.hacettepe.edu.tr           Hacettepe University, Faculty of Education 06800 Beytepe / Ankara

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